Design and Analysis of Algorithms

The Graduate Attributes are the knowledge skills and attitudes which the students have at the time of graduation. These attributes are generic and are common to all engineering programs. These Graduate Attributes are identified by National Board of Accreditation.

Computer, 2000

The computer field has undergone rapid technological changes over the last 30-35 vears. During this time a wellestablished academic discipline has evolved. This discipline has sarious names, but Nill be referred to here as comiiputer science and engineering. Model curricula recommeindations for four-year undergraduate programs in the computer area have been reported in the past by the IEEE Coomputer Society, the Association of Computing NMachinery, 2 and the Cosine Committee. 3 These reports have been widely distributed and used bv educators from many parts of the world. ')Ih'

2003

The introduction of engineering design in the first year of the curriculum has become commonplace in order to provide students with early experiences in engineering principles and exposure to realworld applications. Many different approaches to the development and implementation of these courses are used but regardless of the method or specific emphasis, students enrolled in engineering design classes are expected to be problem solvers and to communicate effectively, both verbal and written. We have adapted and integrated a problem-solving and program development methodology originally used in a computer science environment to an introductory engineering design class which helps beginning engineering students develop these important skills. We have also conducted a baseline study in this engineering design course to evaluate this methodology and its impact on students' problem-solving abilities, skills, knowledge, and attitudes in a first-year course on engineering design.

A Designed System for Providing Solutions to Basic Engineering Problems , 2020

ngineering and the manner in which engineers think is largely visual and functional, and yet engineers are typically provided with a lot of other basic engineering problems to be solved and applied to complex ones. This paper present a designed software for providing solutions to some basic engineering problems. C++ programming language was used in writing the codes. The paper explains the activities involved in C++program development and touched areas such as the general concept of programming, programming languages, compilation and interpretation, storage and execution, functional lines to which computer programs maybe categorized. Several engineering problems and their various real-world applications were considered to accomplish the aim of the work. The problem requirements were properly understood, and the program adequately developed using the Dev-C++ software. The program was coded in a modular fashion, and constructed in a manner that can be fairly understood. Algorithms and flow charts for the basic engineering problems considered were obtained and using formula translation, solutions to such issues were dynamically programmed using the Dev C++ software. The results from the developed software when compared with other methods such as numerical and approximate analytical solutions were observed to be the same. The developed software is however, more user friendly and can be implemented at A Level Higher Institutions, as well as have many other real-world applications.

Electronic Notes in Theoretical Computer Science, 1999

This document is one of the parts of the electronic version of the PhD thesis by S.F.M. van Vlijmen 69]. The goal of the PhD project was to get a better understanding of the problems with the integration of formal speci cation technique in the day t o day s o f t ware practice. The approach followed was to execute a n umber of projects in cooperation with industry on realistic cases. This document gives an abstract presentation of engineering in general, then focuses on e orts, goals, ideas and techniques with respect to the engineering of software. Next a comprehensive overview of formal specifation technique is given. Finally, s e v en hypotheses are presented about the role of formal speci cation technique in software engineering.

2009

Undergraduate students often start their academic course of studies with inadequate learning and thinking skills. Our college has a policy of setting high standards and demands, while supporting students' learning in a variety of ways. In this paper we present a distinctive course designed to aid students develop algorithmic problem-solving skills. The course is taught in parallel to a CS1 course and elaborates on activities such as analogical reasoning, prototyping problems, comparison between alternative solutions and reflection on problem-solving processes. It is one of the courses offered at our institution aimed at strengthening general learning and thinking skills, in addition to the regular disciplinary curriculum. Feedback from participants in the course demonstrates a developed awareness and appreciation of abstract ideas beyond programming knowledge. Students report on acquiring problem-solving skills that enable them to cope with compound problems. Additionally, stud...

2011

Engineering design involves insightful identification of factors influencing a system and systematic unpacking of specifications/requirements from goals. However, many engineering students are slow to articulate the major problems to be solved and the sub problems associated with achieving the main design goals and constraints. Prior research in design describes students" premature termination of solution finding to select a single idea. Then all other design decisions are constrained by this initial decision [1]. In this paper, we report how first-year engineering (FYE) students attempted to translate given design goals into sub-problems to be solved or questions to be researched. We found that, instead of decomposing the problem through further analysis and sense making, many FYE students tended to "restate" the goal, identify one major function, and then use hands on building as the central creative process. Further, students claimed they used a systematic design process, but observations of their problem solving process and teaming skills indicated a different behavior. Further investigation indicated that many FYE students could identify the superficial features from the problem statement, but they were not able to identify the implicit logical steps or deep structure of the problem. Our current data provided the baseline of how FYE students abstract and interpret information from a design goal to generate a specific problem statement. We are interested in treatments to improve students" ability to recognize critical features of a given context and encourage taking multiple perspectives to identify alternative solutions. We are combining the use of graphical representational tools as organizational tools to support teams collaboration and we encourage opportunities to reflect and refine their design process. This research is relevant to engineering instructors/researchers who want to develop students" ability to deal with complex design challenges and efficiently decompose, analyze and translate the problem statements into meaningful functional specifications, stakeholder requirements and a plan of action.